Expediency of using physical education means in the educational process of preschool-aged children with speech disorders

Abstract

Speech disorder in preschool children is among the most common nosologies. The relevance of studying the feasibility of using physical education means in work with children with speech development disorders is due to the data of scientific research, which emphasises the connection between the speech and motor skills of preschool children. The purpose of the study was to investigate the peculiarities of communication abilities and motor development of 5-6-year-old children with speech disorders and to determine, based on the analysis of scientific literature, the most appropriate means of physical education used in the work with children of this nosology. The research was conducted on the basis of preschool educational institutions No. 779 and No. 652 of combined type in Kyiv. The study involved 40 children aged 5-6 years with speech development disorders. During the ascertaining experiment, the children’s communication abilities and the level of their motor development were assessed. It has been established that 50% of preschool children with speech development disorders have not undergone the operations of successive analysis and synthesis at the nonverbal level, which were assessed on the basis of the “Turtle” method. It was found that most preschoolers have not developed the nominative function of speech for communication with others – the ability to convey their thoughts through words, gestures, and signs – as evidenced by the results of the assessment of expressive and imprecatory speech. Children with speech development disorders have a delay in motor development, as evidenced by the results of motor tests. The obtained results should serve as a basis for the choice of physical education means in the educational process with preschool children with speech disorders and in the development of comprehensive programmes aimed at their correction